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The existing literature on knowledge-sharing (KS) behavior in the organizational context demonstrates that there is diversity, if not divergence, in understanding KS. Thus, this paper aims to integrate social cognitive theory and social exchange theory to construct a research model for determining the incentive for knowledge sharing among individuals in organizations based on past empirical results.

Accordingly, the methodology adopted in this study is the meta-analytic structural equation modeling based on the data gathered from 78 studies (80 samples, n = 29,318).

The most significant predictors of KSB were organizational support and social interaction ties, whereby KS intention and attitude were most optimally predicted by organizational commitment, knowledge self-efficacy, social interaction ties, organizational expectancy and reciprocal benefit. This study carried out a moderation analysis to look into potential causes of inconsistent results.

This meta-analysis shows the most influencing factors that trigger KSB in organizations. Moreover, this study clarifies the possible reasons for the inconsistent findings of the previous studies. Thus, it contributes to the KS literature.

This paper aims to identify the role of organizational and individual factors in predicting the research performance of academics when job crafting is a mediator variable and organizational culture is a moderating variable.

This study was conducted by collecting responses from academics at five Malaysian research-based universities. The sample size was 273. Standard questionnaires were used to collect the data. The data were analyzed using partial least squares structural equation modeling.

The most significant predictors of research performance were organizational culture, individual effort and professional development, whereby job crafting was most optimally predicted by work engagement and transformational leadership. While organizational culture moderated the relationship between transformational leadership and research performance, the mediating role of job crafting was insignificant between work engagement and research performance.

The findings have important implications for human resource development practitioners (HRD) in terms of improving overall academic research performance. Practical interventions are suggested to assist academics in enhancing their performance. This study highlights how academic performance can be managed more effectively.

The findings extend the HRD literature in higher education and offer a framework that enhances the understanding of the organizational and individual factors that influence academics' research performance within a specific context of research universities in a non-Western context.